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Session 1455

Growing the National Innovation System: Leading Change at Universities for Innovative Graduate Education D. R. Depew, 1 S. J. Tricamo, 2 D. H. Sebastian, 2 S. K. Fenster, 2 R. J. Bennett, 3 D.D. Dunlap, 4 G. S. Jakubowski, 5 M. I. Mendelson, 5 T. G. Stanford, 6 D. A. Keating, 6 J. M. Snellenberger 7

Purdue University 1/ New Jersey Institute of Technology 2/ St Thomas University 3 Western Carolina University 4 / Loyola Marymount University 5 University of South Carolina 6 / Rolls-Royce Corporation 7

Abstract

This is the fourth paper in the panel session of the National Collaborative Task Force on reshaping professional graduate education in engineering and technology that is more relevant to the needs of industry to ensure a strong U.S. engineering workforce. As the final and integrating paper of the panel session, this paper ties together the three previous papers and focuses on leading change for purposeful action at comprehensive research universities to implement this needed innovation into the mainstream of university operations across the country. The National Collaborative Task Force believes that innovation in engineering education can be accomplished best at the graduate level through a national demonstration project effected by a critical mass of innovative leaders from a strong coalition of universities and industry who are committed to taking purposeful action for reform. The paper presents strategies to overcome systemic and institutional obstacles in implementing this significant transformation at comprehensive research universities across the country. Additionally, the paper builds upon recommendations of the National Academy of Engineering, ASEE, the Kellogg Commission, the Council on Competitiveness, the Council of Graduate Schools, and other calls for reform in engineering education. The National Task Force is playing a key role as change agent for this transformation with industry.

Introduction

The first paper in this series considered the need for professionally oriented graduate education as a catalyst for sustainable economic development in the United States. The second paper focused on identifying the skill-sets, learning outcomes, and experiences appropriate for professionally oriented graduate programs in engineering as defined by leaders in business and industry. The third paper identified some of the important characteristics of innovative professionally oriented graduate programs at the master’s level and beyond.

The paper focuses on bringing the series to a beginning rather than a conclusion. The authors will attempt to ask questions important to fostering an ongoing dialogue designed to improve professional graduate education in engineering. Graduate education should be viewed as an ongoing process of change and improvement. This ongoing improvement process should follow Dana Cound’s view on continuous improvement. Cound advocated that striving for excellence in quality improvement should be considered a journey rather than a destination.

“Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education”

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Dunlap, D., & Tricamo, S., & Depew, D., & Keating, D. (2003, June), Growing The National Innovation System: Leading Change At Universities For Innovative Graduate Education Paper presented at 2003 Annual Conference, Nashville, Tennessee. 10.18260/1-2--11738